Analysis Of Chinese Semantic Prosody And Its Application For Teaching Chinese As A Foreign Language

Semantic prosody is one of the most important contribution derived from corpus linguistic,which offers a whole new perspective for the collocation and language teaching investigation.The Chinese semantic prosody research originated from the English semantic prosody study.In certain context,because of the frequently cooccurrence between KWIC(Key Word In Context)and its collocates,which all have some certain semantic feature,the KWIC itself being imbued the same kinds of semantic feature which in return forms a special semantic environment.This dissertation adopts the corpus-based“Contrastive Interlanguage Analysis”approach,selects the BCC Chinese corpus and The Lancaster Corpus of Mandarin Chinese as native speaker corpus,the HSK corpus and Guangwai-Lancaster Chinese Learner Corpus as learner corpus,through comparing the collocational behavior and semantic prosody of three Chinese word“yin3qi3”“zao4cheng2”and“cu4cheng2”,investigates the benefit of incorporate semantic prosody to CSL teaching.This paper also adopts the approach which combines the“Data-Based Approach and Data-Driven Approach”,the result shows there are differences in the collocational behavior and semantic prosodies of these three Chinese words in the native speaker's language and learner's language,demonstrates by the incomplete semantic usage and one-side tend semantic usage.There are many non-typical collocates and abnormal collocates in learner's language,which shows that most Chinese learner didn't know it well.This paper holds that there exists semantic prosody in Chinese language,we can draw some useful experience from it to help CSL teaching,textbook design and dictionary compilation.As a Chinese teacher we should introduce semantic prosody to our student and promote data-based learning and make good use of corpus in our CSL teaching process.